E5i4,4.^;:.::.'" 



THE TEACHING 



OF 



PENMANSHIP 



A MANUAL FOR TEACHERS 



HARRY HOUSTOiX 

NE^' HA\TEIV, CONN. 



THE TEACHING 

OF 

PENMANSHIP 



HARRY HOUSTON 

SUPERVISOR OF PENMANSHIP 
NEW HAVEN, CONN. 



AUTHOR AND PUBUSHER OF 

HOUSTON'S WRITING LESSONS 

A GUIDE FOR RATING AND CORRECTING HANDWRITING 

THE TEACHING OF PENMANSHIP 
A MANUAL FOR TEACHERS 



COPYRIGHTED 1913 

By 
HARRY HOUSTON 



LBi53G 

Mr 



DEC 31 1913 
©cuassoGa 



I 



INDEX 



Foreword 4 

Position 5 

Peiiholding 6 

Push the Paper Forward 7 

Starting Arm Movement 8 

Arm Movement in the Primary Grades 9 

Instructional Counting 9 

More Advanced Movement 10 

Three Kinds of Work 11 

Checking the Movement 13 

Accelerating the Movement 14 

Test for Arm Movement 14 

Reducing the Size of the Exercises 15 

Time Allotment for the Different Kinds of Work 15 

Immediate Improvement in Ail Written Exercise? 16 

Arrangement of Writing on a Page 17 

Size 17 

Neatness 17 

Space Between Letters 18 

Beginnings and Endings of Letters 19 

Proportion of Letters 19 

General and Technical Instruction 20 

Business College Plans in the Grades 20 

The Writing Lesson 21 

Possible ancj Impossible Re(|uirements 25 

Incentives 26 

Measuring Scales 27 

Rapidity 27 

Left Handed Handwriting 28 

Country Schools 29 

When and How to Introduce Ink 30 

Teaching Begiimers 31 

Supervising of All Written Work 33 

Diagnosing Poor Writing 34 

Teaching Form 36 

Detailed and Cieneral Instruction 36 

Grouping of Capitals 37 

Figures 37 

Blackboard Writing 38 

Standards for the Different Grades 38 

How to Use the lI(>.uston's Writing Lessons 41 

Pemnanship Pointers 42 

Correct Diagnosis of Poor Writing. ..,,,. 43 



Foreword 



The purpose of this Manual is to help teachers get good results 
in writing with a minimum amount of time and effort. An en- 
deavor has been made to apply pedagogical principles to the teaching 
of this subject. The aim has been to make the plans fit children 
of various stages of mental and physical ability rather than to make 
one plan for all. The methods presented are not the result of 
any preconceived notions of teaching this subject. They are the 
result of years of work in city, country, and Normal schools, where 
conditions are different from those in schools where writing is 
treated as a special subject. 

The ability of teachers to do the work required of pupils has 
received considerable attention, but the main part of the Manual 
has been devoted to the art of teaching and supervising this subject. 

If there is any merit in the methods presented, it is due to study- 
ing pedagogy rather than fancy penmanship ; to a thorough 
acquaintance with the conditions under which teachers in the public 
schools must work ; to the admirable cooperation of the many earn- 
est and competent teachers and superintendents with whom it has 
been my privilege to work. 

HARRY HOUSTON, 

New Haven, Conn. Supervisor of Penmanship. 



POSITION 




Assume a straight front position, with feet flat on the floor. 
At the signal "One", place elbows on desk, forearms in a vertical 
position. "Two", draw elbows ofif the desk, letting them down 




about two inches, keeping forearms vertical. "Three", lower the 




forearms and place hands upon desk near together. "Four", adjust 
paper to arm, making the sides of the paper parallel with the fore- 
arm. "Five", open ink-wells. 



PENHOLDING 




Raise the right forearm to a vertical position. Let the fingers 
fall as shown in cut. Place the end of the thumb against the 
first joint of the forefinger. Lower the hand to the desk several 




times. The third and fourth fingers, folded under the hand a little, 
should support the hand and wrist and keep them free from the desk. 
Insert the pencil between the thumb and the first and second 
finger. The point of the pen or pencil should protrude one inch 
beyond the end of the forefinger. The penholder should cross the 



hand near the knuckle joint and point over the shoulder or upper 
arm. 




Repeat the foregoing drills at the beginning of every writing 
lesson, and during the writing lesson whenever the muscles become 
tense or the penholding and position are poor. After sufficient 
•drill has been given in this manner, some of the detailed directions 
may be omitted. 

Impress upon the pupils the importance of relaxing the muscles 
and holding the pen without gripping it. 

PUSH THE PAPER FORWARD 

In order to maintain a good position and to use the arm move- 
;ment, the paper must be pushed forward as the writing fills the 
page. Keep the right arm in correct position. With the left hand 
move the paper forward until the middle, the bottom, or any other 
part of the paper desired is directly under the pen. Hold the 
paper with the left hand, always placing it at the edge of the paper 
■opposite the right hand. Drill upon this until pupils can readily 
adjust the paper to any desired position. 

To make this habitual in all written exercises, have pupils omit 
temporarily two lines between words in writing spelling lessons, 
pushing the paper forward after each word is written. Repeat this 
•process so as to use all of the paper. 

The good position secured at the beginning of the writing lesson 
will disappear if the arms are not kei)t in position. The arms 
■cannot be kept in correct position if the paper is not jjushed for- 
ward. The upper arms serve as props holding the body in posi- 
tion. If either (or both) of these props is removed, the body will 
^end forward or sidewise. Copy books cannot be pushed forward 



8 

over the next seat. This makes the small Writing Lessons used 
with loose sheets of paper superior for securing good position and 
movement. 

STARTING ARM MOVEMENT 

Correct position and penholding, large movements, and quick 
motions are the most important points in starting arm movement 
writing. These are given in the order of importance. The writ- 
ing machine must be set up properly according to the directions 
given. If the hand and wrist are free from the desk and the 
fleshy part of the arm, near the elbow, is made the point from which 
the writing machine is moved, arm movement is made easy. 

Large movements compel the use of the arm. The fingers are 
not long enough to reach. This is why the long swinging move- 
ments are given first in Writing Lessons i, 2 and 3. Enlarging 
any movement exercise helps to eliminate finger movement. Large 
movements, however, should be used only as a means of getting 
started, and should be abandoned for the smaller movemen.ts as 
soon as possible. 

Quick motions do much to promote arm movement. If nothing 
is said about movement, and any movements are made with the 
utmost rapidity, it will be immediately evident that arm movement 
is being used. In starting, a sufficiently quick and vigorous move- 
ment should be used to secure the desired results. This excessive 
speed, however, should be used only as a means and should be 
reduced as soon as possible to a speed consistent with good form. 
Some depend too much on quick motions and develop a habit of 
scribbling. 

The rates of speed for general practice are given in the Writing 
Lessons for a number of the copies. These are approximately 
correct, but they may be increased temporarily to secure better 
movement or diminished slightly to secure better form. 

With the hand in position as indicated on page 6 (without pen or 
pencil), swing the hand to right and left across the page. Count 
one^ two; one, tzvo; swing, szving ; or maintain the rhvthm and 
give directions needed, such as : "Feet on the floor" ; "Slide on the 
fingers", etc. 

Next, repeat the above with pencil or pen, but without marking 
on the paper. Then pencils may be inverted for this drill. Finally, 
write on the paper, making the first exercise in Writing Lessons 
I, 2 and 3. If a long swing is not made at first, pupils are likely 



to let the forearm remain stationary, using a hand and wrist move- 
ment. One of the most important points in learning to write 
easily is the carrying of the hand, wrist and lower part of the fore- 
arm simultaneously across the page. Poor writers let the main 
part of the hand, wrist and forearm remain stationary while making 
a few letters, then hitch the hand along. 

Gradually reduce the length of the swing by inserting letter forms 
far apart at first until the short swing from one letter to another 
can be made with the same movement as the long exercise. 

ARM MOVEMENT IN THE PRIMARY GRADES 

The work in arm movement for these grades consists mainly in 
training the hand and arm to move freely and easily across the 
page. There will be more or less finger action in forming the 
letters, particularly the loop and capita! letters, but these drills, if 
persisted in at the beginning of every writing lesson, will train the 
writing machinery to move easily from left to right across the 
page, will give the writing an open, instead of a cramped appear- 
ance, and will do much to promote ease and rapidity in writing. 

INSTRUCTIONAL COUNTING 

In drilling upon the movement exercises, something more should 
be accomplished than the mere making of the exercises. If proper 
instruction is given, correct penholding and position can be ac- 
quired. This instruction should take the place of simply counting 
one, tzvo, etc. Below is indicated the kind of instruction that may 
be given : 



I 

Touch 

Feet 


2 

the paper 
on the 


3 
lightly, 
floor. 


Slide 
Push 
Don't 


on the 
the paper 
pinch the 


fingers. 

forward. 

pen. 



The teacher should move about the room, noting the faults and 
giving the directions in such a rhythmical way as to cause pupils to 



10 

maintain a free, easy motion. Merely counting one, Hvo, three, 
etc., will not perfect position and penholding. The necessary 
instruction may be given by maintaining the rhythm as the direc- 
tions are given. Faults in position and penholding that are noticed 
may be corrected as indicated above. 

When these simple exercises are used as a means of bringing 
about good position and penholding, as well as good movement, it 
will be apparent that they cannot be passed over hurriedly. They 
should be used at the opening of the lessons until the proper man- 
ner of handling the pen becomes habitual. 

These lateral movement exercises, together with the proper in- 
struction in position and pencil holding, constitute the main work 
in arm movement for the first three grades. 

The amount and rapidity of arm movement should increase from 
grade to grade. It is not expected that young children will write 
with the same rapidity or attempt as difficult exercises as the older 
pupils. The proper foundation should be laid in the lower grades 
in correct position, penholding and the lateral movement. 

MORE ADVANCED ARM MOVEMENT 

At the age of about ten or eleven years, pupils should increase 
the amount of arm movement used, by making more use of it in 
making the letters. Exercises "b", "c" and "d" in Writing Lessons 
No. 3 will promote this movement ; also exercises in Writing Les- 
sons No. 4. 

Assume the position for writing, but do not use a pen. Push 
and pull the arm, making the movements necessary to make exer- 
cise "b", page I, Writing Lessons No. 3. The last two fingers 
should act as a sliding support for the hand. The wrist and hand 
should not touch the paper. Keep the large part of the arm that 
comes in contact with the edge of the desk from sliding forward 
and back. This means that the skin stretches on the arm, allowing 
it to roll forward and back or round and round for exercise "c". 
If the sleeve is not tight, the wrist will move in and out of it. The 
muscles of the upper arm and shoulder are used to move the hand. 
Count for the down strokes in this exercise at the rate of about 180 
down strokes to the minute. 

Use penholders reversed in the same manner, keeping time to the 
TOiotion and giving needed directions, such as : "Keep the wrist up" ; 
"Arms on the desk"; "Curve the fingers under", etc., etc. Next 
reverse the penholders and write. In learning, it is a good plan to 



11 

make these preliminar)- motions before marking on the paper. Have 
the pen touch the paper while it is in motion. Count one, tzvo, 
three, etc., or round, round, round, ready, zvrite. Then continue 
the counting and other directions necessary, such as: "Touch the 
paper lightly" ; "Don't bend the fingers", etc. 

This preliminary drill of getting the machinery to working prop- 
erly before writing, is iVighly important. A great deal of earnest- 
ness and enthusiasm should be put into it. It should not be a care- 
less exercise with pupils looking around the room. By giving the 
proper directions and keeping time to the movement, this can be 
prevented. A great many mistakes that otherwise would appear 
on the paper can be prevented by this preliminary work, if pupils 
give the proper attention to it. 

THREE KINDS OF WORK 

There are three kinds of work to be practiced in the writing 
lessons. 











'"Mme^ 



jL/^/^'i^l^l^ 



12 



I. Exercises with which it is easy to give instruction that will 
promote penholding and position as well as arm movement. These 
exercises are large and traced over. They can be readily recog- 
nized in the different Writing Lessons. The purpose as given 
above should be kept in mind when drilling upon these exercises. 
A great deal of vigor and life should be put into the work. The 
object mentioned should be brought to pass. Simply making the 
exercises will not accomplish this. It is the instruction that accom- 
panies the practice that is of the greatest value. Giving directions 
in a rhythmical manner as pupils are writing, such as : "Don't pinch 
the pen" ; "Quick, quick, quick", etc., is absolutely necessary. These 
exercises are better adapted to giving this kind of instruction than 
those that follow, or than words and sentences. 




13 

II. The main object of this group of exercises is to control the 
movement acquired and apply it to actual writing. The letter-forms 
are small, are not traced over, and at tirst are placed far apart. 
Form can be emphasized without losing the movement, as there 
are but few letters in the first exercises and these are far apart. 
Controlling the complicated movement in the close spacing of ordi- 
nary writing is exceedingly difticult. The plan outlined in the 
Writing Lessons shows that this complicated close spacing is 
brought about gradually by inserting more and more letters in a 
given s])ace. 

Notice that these exercises are made of letters that are joined 
at the top. If letters that are joined at the base line are used and 
placed far apart, the letters become distorted and incorrect habits are 
formed. As the object of these exercises is to control the move- 
ment rdready started, the counting and instruction should be given 
so as to bring this about. Right here is where a great many 
teachers fail. • They give this second group of exercises the same 
as the first. The hands go galloping along through the word like 
a runaway horse. 

The opposite extreme from this is where another group of 
teachers fail. They secure good movement in the large exercises 
but it practically all disappears when anything approaching actual 
writing of words is attempted. The letters are frequently drawn 
out as slowly and awkwardly as if arm movement had never been 
heard of. 

Xow, if it is wrong to rush through a word with excellent move- 
ment and poor form, or to go through it slowly making good forms 
but no arm movement, what is to be done? One thing is the grad- 
ual introduction of the letter forms far apart, as described in the 
preceding paragraphs. This is an important point in carrying for- 
ward both form and movement. 

CHECKING THE MOVEMENT 

Another point is in the application of the movement used in such 
exercises as the so-called "oval exercise" to actual writing. The 
movement in this exercise is circular in form, devoid of angles, 
and without any turns in different directions, as is true in making 
letters. The movement in this exercise bears about the same rela- 
tion to movement in writing words as running in a large circle bears 
to running in a zig-zag direction. If the runner does not check 
the motion at the angles, disastrous results will follow. The same 



14 



is true in writing. Use a quick movement, but check the motion 
at the angles, or where the lines come together. The cross in the 
following word indicates such points. 

The motion should not be stopped, but may be checked at any such 
angles as indicated. Do not check the motion just for the sake of 
checking it, but to prevent uncontrolled, scrawly writing. The 
aim, of course, should be to diminish this checking of the motion. 
This can be done by practice as pupils become more proficient in 
controlling the pen. This idea can be given to pupils by showing 
them at the blackboard what has been described. It never should 
be carried so far as to bring about a jerky movement. 

ACCELERATING THE MOVEMENT 

The reverse of the foregoing is a good point to emphasize. 
Accelerate the motion where the track is clear and open as in the 
longer strokes from one letter to another. This idea of quickening 
the motion in easy, and checking it in difficult places can be started 
and indicated to pupils in the following exercise by giving directions 
as indicated below : 



-v 



quick careful quick careful quick 

hurry steady hurry steady hurry 

The word "quick" is used on the long slide and the word "careful" 
on the letter "o". Check the motion at the top of "o" and hurry 
on the long slides. In running around a schoolroom, one would 
run faster on the long straight stretches and slow up at the difiicult 
corners. This can be applied to writing. 

TEST FOR ARM MOVEMENT 

Care should be taken that the fingers that touch the paper do not 
remain in a fixed position while a few letters are being made. A 
good test for arm movement is to place a pencil in a vertical posi- 
tion against the left side of the wrist just back of the wrist joint. 
In writing the word "nine", for example, the wrist should move 
away from the pencil at the first stroke of the pen, and keep moving 



15 

to the right continuously. If the wrist remains against the pencil 
while a few letters are written, nothing but hand and Iniger motion 
are being used. This does not promote rapid, continuous writing. 

REDUCING THE SIZE OF THE EXERCISES 

Applying the movement work to actual writing is brought about 
by practicing letters far apart, then gradually reducing the space 
and also by reducing the size of the exercises practiced. The push 
and pull exercise, the oval exercise, and some of the others should 
be made smaller as soon as possible. These exercises are smaller 
in Writing Lesons No. 4, but they should be made smaller, if pos- 
sible, before using this book. Begin the push and pull exercise 
large, and gradually reduce the size to as small as possible, as 
shown on page 5 of Writing Lessons No. 4. Alternating the large 
and small as also shown on this page is another good exercise. 

It should be kept in mind that the small arm movements are more 
difficult to make than the large ones. When first applying the 
movement to small letters, it is a good plan to use movements larger 
than the letter-forms by making a large initial and final movement 
before and after the pen touches the paper. For this purpose single 
letters rather than words should be practiced, as these give more 
opportunities for large movements. In writing a word, a large 
movement can be used only at the beginning and end of the word. 
This is a very important point and should be made use of by all 
teachers. A good demonstration of what to do can be given at 
the blackboard. Anyone who uses good arm movement makes 
these initial and final movements larger than the lines shown on the 
paper. One who uses finger movement never makes these move- 
ments larger than the stroke on the paper. Frequently the move- 
ment can hardly reach to the end of the stroke being made. If 
thoroughly drilled upon, this point will do more than anything else 
to bring about a good application of arm movement to all writing. 

III. The third kind of work to give in the writing lessons is 
actual writing. This should consist of words, sentences and para- 
graphs. 

TIME ALLOTMENT FOR THE DIFFERENT KINDS 
OF WORK 

If pupils had no written work to prepare, it would undoubtedly 
be best to take up the dififerent kinds of work spoken of in the 
order given, and drill upon them one at a time for a considerable 
period. As pupils in practically all of the grades have a great 



16 



amount of written work that involves the use of words in sentences, 
this is not the best plan. The exercises under heading I and some 
of those under heading II are not closely related to actual writing. 
The practice of these exercises is necessary and highly important 
but they affect the written work only indirectly and remotely. On 
account of this written work, something must be put into the lessons 
that will have a direct bearing upon the actual writing and make an 
immediate and not a remote improvement. 

The following diagram gives the allotment of time in a writing 
lesson to be devoted to the dift'erent kinds of work. The first 
diagram shows the time allotment when beginning arm movement 
writing. The second should be used after some progress has been 
made, and the third after more proficiency has been attained or 
during the latter part of the year. 

I. Exercises and instruction that promote good position, pen- 
holding and movement. 

II. Exercises designed to control the movement and bring it to 
actual writing. 

III. Actual writing. 

]. I. ■ I. — 



3- 
The 



3- 



3- 



exercises are a means, the actual writing the end. The 
exercises should be given so as to serve their purpose, Follow this 
work with more and more practice of actual writing. In the 
Writing Lessons, it will be noticed that the actual writing consists, 
at first, of words, then sentences and paragraphs. 

IMMEDIATE IMPROVEMENT IN ALL WRITTEN 
EXERCISES 

The greater part of the foregoing relates chiefly to the maimer 
of handling the pen, and might be called the technical instruction. 
As before stated, much of this training has only a remote or indirect 
effect upon the written work. The purpose now is to outline in- 
struction that will bring about an immediate improvement in all 
written work that must be prepared from day to day. 

Emphasize and teach something that will aft'ect all of the letters, 
and contribute toward making a good page effect. Some important 
points along this line are, arrangement of writing on the page, size 
of writing, neatness, spacing between letters, good beginnings and 
endings of letters, the proper width as compared to height of letters. 



17 

and any other general points that will promote a good page effect. 
To make a rapid improvement in poor penmanship, correct the 
general fault, which, if eliminated, will cause the greatest improve- 
ment. Invariably this fault will be found among the number men- 
tioned in the preceding paragraph. More than one fault can be 
attacked, but the most glaring faults should be eradicated first. If 
good instruction is given, this method of attacking poor writing will 
bring extraordinary results. 

ARRANGEMENT OF WRITING ON A PAGE 

Have all work arranged so as to make a well-balanced effect. 
This means good spacing and equal margins on left and right sides 
of paper. This applies to arithmetic work, spelling, waiting lessons, 
and all other forms of written work. Notice in the Writing Lessons 
that all of the copies are arranged with equal margins at the right 
and left. Do not try to teach this by having pupils draw vertical 
lines. Train them to use judgment in placing their work so as 
not to waste paper and at the same time to have margins and 
spacing that will make a pleasing and well-balanced paper. On 
paper 7"X8" or 8"Xio", margins of three-fourths of an inch make 
a good page eft'ect. Double this margin for paragraphs. 

SIZE 

A page of writing will not present a good eft'ect if the writing is 
radically wrong in size. In writing upon the blackboard, the size 
for pupils to write can be indicated by drawing horizontal lines, 
making the letters fill proportionately the same amount of space as 
they would occupy on the papers of the pupils. 

This is an important device, particularly in the primary grades, 
where spelling words are copied from the blackboard. If neces- 
sary, give special emphasis to this point in using the copies. Have 
the "Writing Lessons" placed on the papers close to pupils' writing. 
Have pupils stop to make comparisons frequently. The poorest 
writers can write larger or smaller, and can arrange their work well. 
Very frequently these two points effect a considerable improvement. 
In the primary grades draw lines on the board about si.x inches 
apart ; in grammar grades about five inches apart. 

NEATNESS 

Good instruction in penholding, position and movement, and the 
proper attention to the materials used are the two most important 



18 

points in securing neatness. Gripping the pen is the main cause of 
heavy lines and laborious writing. In the directions for movement 
work instruction has been suggested that will aid in securing neat, 
fine lines. Use instructional counting, such as, "Touch the paper 
lightly" ; "Don't pinch the pen", etc. 

Good pens are an important factor in securing good writing. If 
pens are not furnished, teachers should either purchase for pupils 
or direct them in buying. A miscellaneous assortment of pens 
should not be allowed. Ink should be black and should flow freely. 
Penwipers should be provided. Inkwells should be cleaned occa- 
sionally. Wood or cork tipped holders should be used. Untidy 
written work and inattention to the materials used are generally 
found together. Frequently a lack of neatness is an indication of 
a low standard or poor discipline. The average class will hand in 
about as poor work as a teacher will accept. They will, on the 
other hand, rise to a high standard for an enthusiastic leader. 

SPACE BETWEEN LETTERS 

One of the important features in the "Writing Lessons" is the 
wide spacing between the letters. Nothing contributes more 
towards legibility. There are few general points that give the 
good results that wide spacing will. Poor writing is usually 
crowded. The letters should be narrow and each one should stand 
out clear and distinct from the others. 

The space between letters is governed almost entirely by the 
strokes that go from one letter to another. Notice that the last 
down stroke in a letter is followed by an up stroke that swings off 
to the right considerably, and shows more slant than the preceding 
stroke. If more space between letters is desired, make these con- 
necting strokes slant more. If the spacing is too wide, the remedy 
is obvious. Illustrate this point on the blackboard, showing the 
difference between the slant of the main down strokes and connect- 
ing strokes referred to. There should be only a moderate amount 
of slant to the main down strokes, but more to the connecting 
strokes. If good illustrations are given, an immediate improve- 
ment should be made. The hand can be made to move in any 
direction desired. Have pupils stop frequently and get in mind 
the new direction the pen should take. If an immediate improve- 
ment is not made, the work is not being carried on as it should be. 
Any amount of space can be made between the letters if the right 
instruction is given and if pupils give the proper thought and care 



to their work, 
at all. 



19 



Thoughtless practice is worse than no practice 



/^kU^tS /?t4^ ^^^//tO 




The above shows improvement made in one lesson where good instruction in 

spacing was given 

BEGINNINGS AND ENDINGS OF LETTERS 

A good page effect is frequently nullified by initial and final 
strokes that do not harmonize with the other lines. This is usually 
an indication of poor movement. The pen should be in motion a 
little before and after it touches the paper to make a letter. In 
finishing all of the small letters and most of the capitals the pen 
should glide from the paper. If a poor movement is used the 
initial and final strokes are likely to be short, crooked and to end 
abruptly. The initial strokes of most of the small letters begin on 
the base line. The final strokes to the letters should be carried up 
in the space to about the height of the small letter "i". More care 
in making these strokes is likely to induce more care in making all 
of the lines. 

PROPORTION OF LETTERS 

If the letters are too broad or too narrow, the writing will not 
present a pleasing eft'ect. If the letters are too broad, the turns at 
the top and base are too wide. Show on the blackboard that broad 
or narrow turns at the top and base of letters can be made. For 
any given fault in writing there is a particular point to emphasize, a 
certain place on which to focus the attention. In modifying broad 
or too narrow letters, the particular place to attack is at the turns 
at the top and base of the letters. 

If the joinings at the base line are too angular, they are caused 
by bringing the final down strokes of the letters directly to the base 
line before proceeding to the next letter. The joining or turn 
should be begun a little above the base line. This is a sure cure for 
angular joinings. If the turns are too broad the down strokes should 
be brought closer to the base line before turning. Angular joinings 



20 



are sometimes caused by bringing the pen to a stop. The pen may 
be brought to a stop or the motion checked at certain places, but not 
at the ones referred to above. 

GENERAL AND TECHNICAL INSTRUCTION 

There should be a proper combination of the general instruc- 
tion, which aims to make an immediate improvement in all written 
work; and the technical instruction, which has for its object the 
proper handling of the pen. Some make mistakes of giving only 
the technical instruction. Considerable proficiency will be shown 
in making the movement exercises, but the written work invariably 
will be poor. Others make the mistake of giving all the attention 
to the appearance of the writing, disregarding the manner of 
writing. This will produce good appearing writing in the primary 
grades, and poor work in the grammar grades, where rapidity is a 
necessity. The good appearing writing is drawn out slowly. 

A proper balance should be maintained between the manner of 
-writing and the appearance of the writing by combining the two 
kinds of instruction mentioned. So long as considerable written 
work is required both these kinds of instruction should be carried 
on together. Those who say they are working for movement only, 
shut their eyes to an important consideration in public school work. 
A glance at the amount of written work prepared every day should 
convince one that habits in regard to form are being developed. It 
is best to recognize this and to give instruction that will have an 
■effect on this written work. A teacher in the public schools de- 
ceives herself when she says she is getting nothing but movement. 

BUSINESS COLLEGE PLANS IN THE GRADES 

The foregoing plan that has been condemned will work well in 
a business college where pupils do not have a large amount of writ- 
ten work in connection with their other studies. In the grades, 
teaching writing is like building a new bridge where traffic must 
not be interrupted. In a business college it is like building a new 
bridge where traffic is stopped. Business college plans need modi- 
fying and adapting to the conditions in the grades. Pupils in the 
grades are younger, and vary in age, and physical and mental ability 
with the different grades. The time devoted to penmanship in- 
struction in the grades must be small as compared with the time 
given to this subject in business colleges where fewer studies are 
pursued. The large amount of written work in the grades, and the 



21 

other conditions spoken of, make it difficult to use business college 
methods. They can be made to succeed but only by ignoring or 
changing the conditions referred to. If an unwarranted amount 
of time is given to the subject most any plan will .succeed. It is 
better to have a plan fit children of various stages of physical and 
mental development than to try to make children fit a given plan. 
Good pedagogical treatment is as important in treating penmanship 
as any other subject. What can be done with young children is 
not always a good criterion of what is best to do. 

THE WRITING LESSON 

Pifteen to twenty minutes per day is a reasonable amount of time 
to give to this subject. Any period during the day except just 
before or after intermission is suitable for this lesson. 

Have the writing materials given out before .school or at recess, 
or have them ready to be given out at the time of the lesson in an 
expeditious manner. Prepare for this lesson the same as for any 
other. Plan the lessons with the special needs of the class in mind. 
Learn to do what is expected of pupils. It is better to prepare so 
as to be able to show pupils how to do what is expected of them 
rather than to simply tell them what to do. Too many teachers 
depend solely upon telling pupils what to do. This never brings 
the best results. If necessary teachers should learn along with 
pupils. Teachers who fail to make this preparation do not make 
inspiring leaders. The writing lessons are very likely to bore both 
pupils and teachers. 

]\Iuch time is wasted by not diagnosing, or improper diagnosing 
of pupils' needs. Observe them while writing and inspect their 
written work. It is a poor plan to take any set of lessons and pro- 
ceed from page to page. It is better to study the needs of the 
pupils and select the most suitable work. Until good position and 
movement are acquired, begin the lessons according to the directions 
^iven in the preceding pages. The proportion of the writing period 
to be given to this movement and position work will depend upon 
the proficiency of pupils in these particulars. The time should 
diminish as pupils acquire ability along these lines. Next drill 
upon some exercise that will help control the movement, and finally 
follow this with practice in actual writing. This latter work should 
should frequently be closely related to the written work required in 
the other studies. One of the main objects of the writing lessons 



22 



i^^prepar^pu^T^owrite what they are required to write from 
day to day. It is a mistake to continue lessons from week to week 
giving practice upon exercises, letters and simple words. Such a 
plan would fail to make an improvement in the written work. It 
is a good plan to close the lesson occasionally with practice upon 
the kind of written work that is poorly prepared. For example, if 
the spelling or arithmetic work is poorly written, drill upon this 
work, using the same paper pupils will use in this work. It is 
best to have the paper used for penmanship practice correspont', so 
far as possible, in ruling and size, to that used in other work. 

Care should be taken not to go from one exercise to another, 
practicing several of each kind in one lesson. Select one that the 
majority of the pupils need. Practice it sufficiently to make some 
progress. As the lessons proceed, go over the dififerent kinds of 
work outlined, but advance as rapidly as possible to more difficult 
work and to more practice upon actual writing. It is not an un- 
common mistake for teachers to spend too much time on exercises 
and not enough on actual writing. The exercises are but a means 
to an end. If, after a period of three or four months, the time 
devoted to the exercises is not diminished, either a mistake is being" 
made in planning the lessons, or the instruction in penholding. posi- 
tion and movement has been ineffectual. 

Use the blackboard freely. Copies at pupils' desks do not do 
away with the necessity of using the blackboard. Write the copy 
on the blackboard, standing one side so pupils can observe the 
process. Give a sort of chalk talk as it is being written, giving" 
special emphasis to the difficult letters, combinations and any general 
points that need attention. The teacher who has prepared for the 
lesson will know what to emphasize. Ease and rapidity can also 
be illustrated to good advantage. It is not sufficient to m.d'cc good 
forms. Show how the pen starts in motion before touching the 
paper and how it glides from the paper in finishing a word. Any 
teacher who fails to use the blackboard in the foregoing manner is 
omitting one of the most important means of teaching this subject. 
This is particularly true in the primary grades where pupils are 
not familiar with the proper route the pen should take in formmg" 
the letters. 

. It is generally best to control the amount of practice upon each 
exercise. This may be done by giving a certain number of words^ 
or lines to be written and by counting. It is not natural for all to 



23 

write at the same speed. Where considerable proficiency has been 
attained, pupils need not be kept exactly together. Some teachers 
provide an extra piece of practice paper and when any pupil com- 
pletes the required amount on a given exercise, the other paper is 
used until directions are given to proceed to the next exercise. By 
this means, at the close of the lesson, all of the papers will present 
a finished and uniform appearance. 

By the foregoing it is not meant that pupils are to write the work 
assigned them without stopping, the teacher in the meantime doing 
nothing. The teacher should move about the room, noting the 
most glaring faults in the manner of writing and in the appearance. 
The class should be stopped and at the blackboard special emphasis 
should be given. In the primary grades and in any grade where 
the writing is poor the amount of instruction should be greater than 
where a greater amount of proficiency has been attained. Pupils 
should not be allowed to practice radically wrong writing with the 
idea that practice will make perfect. Thoughtful, well-directed 
practice is efifectual ; but mere practice or repetition is frequently 
worse than no practice at all, as it tends to strengthen incorrect 
habits. 

Aher taking note of the work being done, lead pupils to see their 
faults by questioning them. Put the questions in the following 
form, directing the pupils' attention toward the faults noted : 'Ts 
your writing too large or too small?" "Are the letters too broad or 
too narrow?" Etc. Of course the questions are to be based on the 
general faults noticed. Putting the questions in the double form 
make all compare their work with the copy. It does not suggest a 
change to those who do not need to make one, but keeps all alert for 
mistakes. Some teachers make the mistake of going about the 
room telling pupils what to do. Other teachers make the mistake 
of asking pupils to find something wrong with their work without 
guiding them as directed above. This is not good teaching, as 
pupils are likely to find unimportant faults that would be of little 
advantage if corrected. The method of directing the class into the 
right channels by well-directed questions has been found to be an 
efficient and economical means of instructing large classes. 

Leading pupils to see what should be done is only the first step 
in any educational process. The next step is to show definitely 
how to do the work and how to overcome the faults. This is done 
mainly by illustrations at the blackboard and has been treated in a 
previous topic. 



24 

The third step is to secure the proper response from pupils. Here 
is wliere many teachers fail. Without doubt the greatest error in 
penmanship practice is the repetition down to the bottom of the 
page of faults that appear at the top. This can be prevented by 
the methods just outlined if the proper response is secured from 
pupils. Where the writing is poor, a good lesson will show marked 
changes at the bottom of the page. One paper may show a change 
in size, another in spacing, and so on. One good way to secure a 
proper return for the instruction is to carefully note and commend 
improvement. For example : if a teacher finds some one who has 
made an improvement in spacing, it is a good plan to stop the class 
and exhibit the paper. Call attention to the fact that the pupil had 
not been told to make this particular change and point out that the 
pupil must, therefore, have paid attention, discovered the mistake, 
and finally by his or her own individual effort corrected the mistake. 
Appeal to the others to remove every trace of the faults under dis- 
cussion from their papers before the close of the lesson. If this 
line of work is carried on with earnestness, radical changes can be 
made in a comparatively short time. Pupils can be made to feel 
that it is a disgrace and a waste of eft'ort to allow faults that are 
radically wrong to go imheeded. 

Summing up the foregoing: first, the teacher should emphasize 
important points, and lead pupils to see general faults that will 
bring about rapid progress ; second, she should show in a very 
•definite way how to accomplish the work ; third, she should use 
such methods as will secure from her class a good response. If 
pupils are induced to listen, to compare, to judge and to act accord- 
ingly, they are going through a mental process which will give 
excellent results in any educational subject whatsoever. Atten- 
tiveness and responsiveness are two important conditions in a good 
school. There never can be any education in penmanshij) or any- 
thing else by simply pouring out instruction. There must be the 
proper reaction on the part of the learner. Teachers who fail to 
^et this response from pupils sometimes convict themselves of 
being poor teachers by saying: "They ought to do it; they have 
heard it every day." No class is more difficult to deal with than 
one that has heard good instruction, but has not heeded it. It is 
believed that this accounts, to a large extent, for the fact that a 
number of pupils spend a term or a year in a room and learn prac- 
tically nothing. They have been in hearing distance of the in- 
struction but have not reacted on the instruction. 



POSSIBLE AND IMPOSSIBLE REQUIREMENTS 

It is impossible to change poor writers to good writers in a short 
period. It is possible, however, to have just as prompt and com- 
plete a respnse to many things pertaining to penmanship instruction, 
as it is in regard to gymnastics or discipline. If all teachers fully 
realized this, far better results would be obtained. Teachers realize 
that their directions to face front or to stand erect away from the 
desk should be complied with immediately by the entire class. They 
should realize in the same way that they are failing when their 
directions to place arms, feet or paper in the correct position are not 
heeded. Many teachers allow such directions as these and others 
in the same class to go unheeded by a number of pupils. If direc- 
tions in regard to order are not complied with, teachers feel that 
the issue is important enough to elicit their best and, if neces- 
sary, unusual procedure. The same attitude should be taken 
toward all penmanship instruction that can be complied with im- 
mediately. Larger or smaller writing, wider or narrower spacing 
come under the head of immediate and radical change. There is 
no good reason why a change in size or slant cannot be made imme- 
diately. It is not meant that these changes can be made and the 
writing executed automatically. The hand is a servant and can be 
made to move in a dilYerent way if the mind is brought into use 
properly. 

The preceding sentence indicates the difficulty in penmanship 
instruction. The main trouble is not with pupils who cannot w^ite 
but with pupils who can write but have acquired incorrect habits. 
These cannot be changed unless the mind is used with considerable 
vigor. This requires interest, force and enthusiasm on the part 
of teachers. No easy-going, perfunctory instruction will be ade- 
quate. 

The above shows a good response from a pupil in one lesson. Size, spacing and slant were the 

general points emphasized 




26 



INCENTIVES 

The ability of the teacher to write well and to give good instruc- 
tion are the best incentives to good work. Alany teachers need to 
use no others. Handwriting is in such constant use, that many 
find it difficult to arouse sufficient enthusiasm to bring about good 
results. Many things can be done that will arouse interest and 
cause pupils to put forth unusual efforts. Incentives that single 
out a pupil are not the best kind. A prize for the best writer may 
be won by a pupil who is naturally a good writer, and who does 
not have to put forth a great effort to outstrip the others. This 
prize is not likely to arouse the poorest writers to greater eft"orts. 

Incentives that appeal to a greater number are to be preferred. 
Something that will interest the poor writers, and cause the entire 
class to be stimulated to greater eft'orts, is needed in many schools. 
Competition between classes or schools is a good incentive, if en- 
tered into in the right spirit. Many teachers have found it helpful 
to have other teachers visit their rooms and judge the proficiency 
attained in some particular line that has been the subject of special 
eft'ort. For example : Miss Smith says to her class that Miss 
Brown is coming in next week to see how many are perfect in posi- 
tion, penholding or movement. Committees of pupils may do this 
kind of work. 

Another good plan is to have two captains appointed, who choose 
sides as for a spelling match. Coaches or helpers may be ap- 
pointed to help the poor writers and, in general, to get the team 
ready for the contest. As much time as possible should be taken ii'. 
preparation for these events, as it is the preparation and not the 
contests that is of the most value. 

Considerable help and inspiration has been gained by having a 
committee of pupils or an entire class visit another school or room 
where particularly good work is being done. 

The same writing lesson may be given to dift'erent rooms, 
the papers from both put together and marked. Each room can 
then determine its mark. 

Exhibiting specimens on charts or bulletin boards is an incentive 
that should not be overlooked. The specimens should be put up 
for improvement as well as for the best writing. The work should 
be changed frequently. Exchanging specimens or letters with other 
schools has a stimulating: effect. 



27 



MEASURING SCALES 

It is impossible for a number of teachers to rank the writing of 
their pupils uniformly without using a uniform standard. Meas- 
uring Scales are supplying this standard. In judging handwriting 
both legibility and ease of execution should be considered. To 
judge solely by legibility is likely to put a premium on drawing 
the writing slowly. By using a standard for rapidity as well as 
legibility this is obviated. The Guide for Rating and Correcting 
Handwriting, pubished in connection with the Writing Lessons, 
presents a standard for both legibility and rapidity. Teachers 
should make tests occasionally, taking note of the time in which the 
specimens are written. Individual pupils or a committee of pupils 
may do this work. By having one of these scales in a room the 
regular w'ritten work may be tested frequently. The directions 
for correcting prominent faults will be found helpful. 

RAPIDITY 

The Guide for Rating Handwriting referred to gives a good 
minimum standard for rapidity for the grammar grades. Under 
the specimens exhibited will be found small figures giving the rate 
at which the specimens were written. 

It should be kept in mind that what is desired is legibility and 
rapidity. In all forms of manual work the ability to do things 
well and quickly is brought about gradually by means of repetition. 
With the proper handling of the tools used and with practice, 
rapidity can be acquired and accuracy maintained. This is true of 
typewriting, typesetting, stenography and other kinds of manual 
work. A good handwriting should be acquired in the same 
manner. 

Two common mistakes should be avoided. One is where the 
proper handling of the tools is not given sufficient attention. Posi- 
tion, penholding and movement are referred to. This is likely to 
occur in the primary grades where a good foundation in the proper 
handling of the pen should be made. Good appearing writing can 
be made but it will deteriorate rapidly in the grammar grades Avhere 
rapidity is a necessity. As stated in previous topics, both the man- 
ner of writing and the appearance should receive attention in all of 
the grades. It is better to secure only fair results in both legibility 
and the manner of execution than to secure excellent results in 
legibility and poor results in the manner of writing. 



28 

The other mistake is where rapidity is made prominent and 
legibility neglected. This is usually found where business college 
plans are in use and where children of various ages, ranging from 
six to sixteen are made to fit the plan rather than having the plan 
fit the children. The advocates of this plan say "get rapidity and 
the form will come". Under this plan in the public schools the 
form is more likely to go than it is to come. Unless a school is 
turned into a special school of penmanship, where an unusual 
amount of time is devoted to this subject, a horde of scribblers will 
result. It is irrational and unpedagogical to expect young children 
to write as rapidly as older ones. Rapidity should be a matter of 
growth through the grades. The main thing to be kept in mind is 
that such penholding and position should be maintained as will be 
conducive to ease and rapidity. 

Occasionally have some selection written for one, two or three 
minutes. Have the number of letters counted and note the results. 
Urge the slow, careful writers to write faster, and those who have 
written rapidly but illegibly to write more slowly. It will some- 
times be found that some are writing so rapidly that good form is 
impossible. A good general rule to follow is to write as rapidly 
as possible and maintain good legibility. 

It should be kept in mind that good movement is the most im- 
portant point in training for ease and rapidity. It will be futile 
to try for speed without first securing correct position, penholding 
and movement. 

LEFT HANDED HANDWRITING 

The majority of psychologists and physiologists believe that left- 
handedness in children should not be changed. Where pupils are 
thoroughly left handed, it is believed that there is an injury to the 
speech centers and to the nervous system by insisting upon the 
change. It is claimed that some children have been caused to 
stammer by an endeavor to make them right handed. In right 
handed persons the motor centers are in the left lobe of the brain 
and the speech centers in the right. In changing from one hand 
to the other it is claimed that these centers are disturbed. 

After careful study and investigation it is believed that many 
children who are inclined to write with the left hand are not thor- 
oughly left handed by nature. It has been found that about half 
of the left handed writers can change without great difficulty or 
without any noticeable injury. \Mien left handed pupils are not 



29 

skillful with this hand a trial should be made with the other. School 
rooms are lighted and some kinds of work are prepared for right 
handed persons. An effort should be made to change those who 
use the left hand awkwardly or who are not thoroughly left handed. 

The paper should be placed in the same relation to the left arm 
as it is to the right for right handed writing. This is where the 
main mistake has been made. Left handed pupils have been left 
to drift along without any instruction or have been required to 
follow directions for right handed pupils so far as possible. When 
the paper is turned for right handed writing and the left hand used 
it brings the hand directly into the writing. To obviate this the 
wrist is bent so that the hand is above the writing in a very awk- 
ward posiion. This is a characteristic position where correct in- 
struction has not been given. When the paper is placed in the 
position advocated, left handed pupils can assume as good position 
and use as good movement as the right handed children. It has 
been proved that those trained in this manner are not inferior in 
ability to write. The same slant should be maintained, the pen 
being pulled up and to the right instead of being pushed as is done 
with the right hand. 

The main thing is to stop ignoring this problem. A rule making 
it obligatory for all to change should be abandoned. Parents should 
be consulted and their cooperation secured. Pupils should be made 
to see an advantage in changing so that they will take some initiative 
in regard to it, or little or no progress will be made. 

COUNTRY SCHOOLS 

Divide the room into two main groups. The first group to be 
composed of pupils in grade one who can write, pupils in the second 
grade, and any who are deficient in writing in the third grade. All 
the others except the beginners to constitute the second group. 

Not many beginners enter a country school each year. These 
can be started at the blackboard and by giving special copies at the 
desks. The older pupils can give considerable assistance in this 

work. 

Instruction may be given to both groups simultaneously in posi- 
tion, penholding, movement, size, margins, slant, spacing, etc. Much 
of the instruction for each lesson should be given to both groups. 
The only difference is that the exercises and copies for group one 
should be more simple than for group two. Paper with three- 
quarters inch ruling is best for group one, and paper with hues 



30 

three-eighths of an inch apart for group two. ^Manilla paper is 
suitable for the first group, as pencils will be used. During the 
year copies from Writing Lessons Nos. i and 2 should be used by- 
group one, and for the second group Writing Lessons No. 3 should 
be the standard, with occasional copies from Writing Lessons No. 4. 
Pupils should be advanced from one group to another as rapidly as 
possible regardless of their grade or the time of year. 

Some of the best writing ever seen was from country schools 
where teachers understand how to give instruction. The best 
writers should give considerable help to the poor writers. The 
younger children always learn much from the older pupils, but 
sometimes the younger pupils stimulate older pupils who write 
poorly. At any rate, there should be the best of cooperation in 
this kind of a school as well as any other kind. Qne good writer 
in a room is sufficient to stimulate the others if there is the right 
spirit in the class. There is no good reason why writing in country 
schools should not be equal to the work of schools of a single grade. 
It seems to be easier to secure intense efforts from country school 
pupils than from pupils living in the city. 

WHEN AND HOW TO INTRODUCE INK 

It is believed to be best to introduce pens and ink in the third 
year or grade. If sufficiently coarse pens were used by beginners 
the lines would be so coarse as to make the writing untidy. The 
average pen is too delicate an instrument for young children to use. 

During the second or third month of the third year begin using 
pens for the penmanship lesson. Written work should not be 
attempted until some proficiency is attained in the special lesson. 
The chief points to emphasize are, touching the paper lightly and 
moving the pen along without hesitating. From the first, light 
lines should be insisted upon. It is not necessary for pupils to pass 
through a period of heavy lines and blots. 

Give simple copies and give instruction that will counteract the 
tendency to grip the pen. Many teachers make the mistake of 
giving too difficult copies before pupils are accustomed to handling 
the pen properly. 

Moisten new pens before using them. Dip the pen in the ink 
to the eye of the pen. Clean the pen with a penwiper. Care 
should be taken to have both nibs of the pen scjuarely on the paper. 



31 



TEACHING BEGINNERS 

When children first enter school at five or six years of age they 
should not be called upon to make the fine accurate writing that is 
frequently required. There has been no co-ordination of the small 
muscles used in making the fine writing. The nervous tension 
required is neither good for the health or the writing. 

There is an increasing tendency to eliminate written work from 
the primary grades in many schools. Where this is done so that 
there is not an early demand for written work, the writing lessons 
can be simple and not at all exacting. 

The first lessons should be on some simple word, such as "on", 
"one" or "can". The word method is far more interesting to pupils 
and they will learn to write more readily than when practicing sepa- 
rate letters. Teachers who have never tried this method may think 
is more difficult, but wherev-er it is given a trial there is no desire 
to return to another method. 

If pupils are young, immature, and have not had kindergarten 
training, some training of the arms is helpful. This can be done 
through other kinds of hand work or through movement exercises. 
Rhythm is an important factor in teaching writing, and these exer- 
cises may be made, repeating some of the well known jingles and 
keeping time to the rhythm. 

When ready for the first word write the copy on the blackboard 
in a large hand, standing one side so pupils can observe the move- 
ments of the crayon. Erase and rewrite it several times, describ- 
ing the movements of the crayon as the copy is being written. Have 
pupils point to the crayon and follow its movements. Erase and 
see how many can remember how to write it by motioning with 
their hands. Have them write it on their desks with their fingers. 
The main thing is to give sufficient instruction so that pupils will 
not only know the word, but will remember the movements neces- 
sary to write it. The imitative faculties of young children are so 
keen that any movements made by the teacher can be reproduced 
if they are not too small and complicated and if they are repeated 
a sufficient number of times. 

After a thorough preparation erase the copy and have pupils 
write upon the unruled blackboard. If the copy is left on the 
board pupils will write a little, look at the copy, erase and write in 
a hesitating manner. Give out one-half pieces of crayon, ask 
pupils to stand away from the board, write freely, in a large hand. 



32 

If there is a failure to remember the way the crayon should go, 
more instruction is necessary. Fine, exact writing should not be 
expected. The aim should be to secure the form in the rough. 
Details that will make the work more exact should not be given at 
first. After a time these details can be given but at first it will 
only burden and confuse. 

If blackboard space is not available, large, unruled paper and 
wax crayons may be used. After pupils are well started on the 
blackboard, the paper and crayon work should be introduced. 
Rough, manilla paper 9"Xi2" is suitable for this work. Here the 
movements must be controlled and confined to a certain area. This 
is the direction the training should take. 

After about six months of this kind of work, pencils and paper 
with one-inch ruling should be introduced. ]\Iake the small letters 
fill nearly half of the space and the loop and capitals fill nearly all 
of the space. Teach position of body, arms, paper and pencil 
holding as thoroughly as possible. In using wax crayons use a 
small piece. This makes it unnecessary to teach pencil holding. 
The arm should be held free from the desk. It is like blackboard 
writing reduced to a smaller scale. 

In schools where written work is desired as soon as possible, the 
first year work should be carried on in a different manner. Pupils 
will have to be put to work on paper early in the term. The regular 
lessons on paper may be supplemented by practice at the board. 
This will aid considerably to get them started quickly. If the 
course of study requires written spelling and other written work, 
it would be best to use paper with three-quarters-inch ruling instead 
of the kind mentioned above. The same proportion of the space 
should be filled as indicated above. 

Give careful attention to position, pencil holding and the lateral 
movement that develops the ability to carry the hand easily across 
the page. Emphasize details as well as the general direction of the 
crayon. This is described under the topic, "The Writing Lesson". 
Pupils should be taught to move the pencil along with a steady, con- 
tinuous movement and to touch the paper lightly. ^Marking over 
the letters or erasing spoils the eftect of written work and should 
not be allowed in any grade. If the habit is once formed it is 
difficult to overcome. 



33 



SUPERVISING OF ALL WRITTEN WORK 

If what is taught in the writing lessons is not put into practice in 
all other writing no real progress is being made. . if the penman- 
ship lessons were to be abandoned and the written work properly 
supervised, the results would be better than if good lessons were 
given and the other writing not properly looked after. 

The first work a teacher should do on taking charge of a room 
is to show pupils how to write the work that must be prepared from 
day to day. This can be done in the penmanship lessons and by 
models upon paper and the blackboard. If the teacher's work on 
the blackboard is crowded and poorly written, good work cannot 
be expected from pupils. There will be some difference between 
the quality of the daily written work and the penmanship lessons, 
but there should never be a radical difference. This should be in- 
sisted upon far more than is usually done. An estimate of the 
ability to write should be made from the daily written exercises. 
Pupils should be judged by what they habitually do and not by what 
they can do occasionally. Slovenly, careless work should never 
be accepted. When something has been accomplished in the pen- 
manship lessons, there should be a perceptible change in all other 
writing. If these points are not insisted upon and if all written 
work is not properly supervised, poor penmanship will result. 

How to supervise this work effectually is frequently a teacher's 
most troublesome problem. Preserve as much of the written work 
as possible, make comparison so as to note improvement or non-. 
improvement. It will have a very good effect if it is known that 
the ordinary writing is to be preserved and reviewed occasionally. 
Some teachers have a committee of pupils look after this work, 
selecting the best papers, or those in which the points emphasized 
in the writing lesson have been incorporated. It frequently stimu- 
lates a poor writer to be a member of such a committee. 

IVIuch depends upon the attitude of the teacher and the attitude 
developed on the part of pupils. A sentiment in favor of neat, 
careful writing can be developed. One teacher placed all written 
work on a table near the door where visitors were seated and made 
pupils feel that nothing but their best work should be shown. They 
responded to this to such an extent that on one occasion when a 
substitute teacher was in charge the monitors refused to collect a 
paper from a new pupil who had written carelessly. The new 
teacher, not knowing the plan in vogue, placed the ]);iper with the 



others. In the afternoon, when the regular teacher returned, she 
was greeted by a storm of protests against having tlie room dis- 
graced by the poor wanting. The new pupil was shown the writing 
of the other pupils and told of the plan to hand in nothing but the 
best work. In less than a week his paper could not be distinguished 
from the others. He could not stand the moral pressure in favor 
of good writing. Most teachers develop this attitude in regard to 
cleanliness and attendance. The right attitude can be developed 
in regard to writing. No exact, cut-and-dried method can be given, 
but any teacher who sees the importance of it and is thoroughly in 
earnest about it, can accomplish the desired results. This cannot 
be done by nagging pupils, or keeping them after school to recopy 
papers. A teacher wdio obtained particularly fine written work was 
asked wdiat she would do if a pupil handed in a poor, carelessly 
written exercise. She replied that she would have it rewritten. 
Feeling that the wrong impression had been given, the writer asked 
how many papers had been recopied. She thought about three had 
been copied in the previous five months. There were teachers in 
the room who were having twice that number copied nearly every 
day. Both had the same rule but one did not have to enforce the 
penalty. By her high standard and inspirational methods the 
proper results were obtained. Another teacher was being visited 
by a superintendent who found superior written work. He thought 
special preparation had been made for his visit. He finally asked 
the pupils if this were not so. Upon being assured to the contrary, 
he further questioned the teacher. Finally the teacher said, "No 
pupil with any respect for me or for himself would think of hand- 
ing me anything but his best work." This satisfied the visitor. 

DIAGNOSING POOR WRITING 

The proper diagnosing of poor writing will determine the kind 
of instruction to be given. This requires training and good judg- 
ment. The following specimens are given to furnish practice in 
this work. Endeavor to select the most glaring fault in each line. 
Select the one, which, if eradicated, would bring about the most 
improvement. 

Continue this line of work by taking a set of papers from an 
entire class, look them over, selecting a few^ general faults that are 
most common and that, if corrected, will make considerable change 
for the better in the page effect | If the general points are good, 
then select the most common errors in the forms of the letters. As 



35 

before stated, most of the lessons should furnish both kinds of 
instruction. 

The instruction should be so clear and definite that the pupils 
will know what has been the aim of the lesson. First a definite 

tplan, and then such instruction as to leave no doubt as to what is 
desired. Too much should not be attempted so that the instruction 

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is scattered over too many points. Several points may be brought 
out, making one or two the chief issues. It is not a good plan to 
confine the instruction to one point, ignoring all others. Each point 
gained must be held on to when passing on to others. For exam- 
ple, it would be a mistake, if some proficiency had been acquired in 
neatness, to drop this, losing what had been achieved to take up 



36 

another point. It is ditticult to build up a good handwriting en- 
tirely with a piece-by-piece method, as so many different factors are 
brought into use every time any writing is executed. 

TEACHING FORM 

After listening to a discussion of methods such as given in the 
preceding pages, teachers sometimes ask when form is taught. 
Undoubtedly they have in mind the teaching of each separate letter. 
This is a poor plan to use in the grades where much vrritten work 
must be prepared. It is too slow a process. An abnormal amount 
of time must be devoted to this subject to make such a plan suc- 
cessful. The reason for this is that while a few letters are being 
practiced, all of the letters are being used many times each day in 
the written exercises. Even if some letters could be perfected in 
a few lessons, this would make no noticeable eft'ect in the written 
work. Before the last letters are reached, the first ones practiced 
Avould have deteriorated and become worn out. 

A better plan of improving poor writing is to chiefly emphasize 
the general points which will effect an entire page of writing. This 
plan has been outlined in previous pages of this manual. This 
does not mean that the forms of the letters should not be taught and 
emphasized. Any letters that are poorly made or that are par- 
ticularly difficult should be given special emphasis when writing the 
copy on the board. This should be done all through the grades. 
Another objection to making a business of practicing the separate 
letters is that, with the exception of some of the capitals, they are 
not used separately. One of the main difficulties in teaching writ- 
ing is to have the letters joined properly. In practicing separate 
letters, no practice is given this point. No objection is made to 
giving a little practice on a few particularly troublesome letters; 
but for a general plan as commonly used, it is not a good one for 
the public schools. 

DETAILED AND GENERAL INSTRUCTION 

Where writing is very poor, the first instruction should be on 
such general points as size, slant, spacing, proportion of letters, 
beginnings and endings of letters or fine lines. As these points 
improve, more and more instruction should be introduced of a 
detailed character that will give the writing more exactness. Much 
of the poor form will disappear if the general points mentioned are 
perfected. It is possible, however, to perfect the general points 



J 



37 

and have imperfect letter forms. Undoubtedly the best instruction 
combines both the detailed and the general instruction, with the 
latter predominating at first and the former after some proficiency 
has been attained. Each teacher must judge the proportion of 
each kind of instruction needed. If the work is poor along the 
general lines mentioned, the general instruction should predominate. 
If the general points are good but the letters lack exactness, the 
detailed instruction should be most in evidence. 

Suppose a teacher were giving a lesson on the word "ride". If 
she talked as follows, while writing the copy, the instruction would 
be in regard to details : 

"Notice how I swing up and to the right, curving the Hue slightly. 
Now see how the top of the r is made by retracing the line a little. 
The top should be made slanting this way and the corner made 
rounding before coming down with the slanting straight line. [Make 
a good turn here at the base and swing up for the /". Another good 
turn and swing up and over to the right on top of the letter (/, but 
not down so as to make a hook. Be careful to retrace this line a 
little, then around up to meet the other line and on up to the top. 
Retrace the line nearly to the base line, swinging ofif for the c. being 
careful to finish it well in this way.' ' 

This gives an example of detailed instruction with special em- 
phasis on the letters r and d. Such lessons should not be the rule 
if the size, margin, spacing, quality of lines are radically wrong. 

GROUPING OF CAPITALS 

As most of the capitals are not joined to other letters, it is a good 
plan to practice them in groups. One group is composed of letters 
having the same initial stroke. J\I, N, U, V, W, Y, X, Z, and Q 
form this group. T, F, I, P, B, and S are finished by bringing the 
pen to a sudden stop, making a slight point as shown in the copies 
As this is likely to be faulty, it is a good plan to practice this group. 
Letters, similar in formation, make up another group as follows: 
A, O, C, G, D, E. The remaining letters may be practiced when- 
ever there is need of it. 



FIGURES 

Figures are used to such an extent and are so unintelligible when 
poorly made that they should receive a great deal of attention. It 
cannot be determined what a given figure is meant to be bv what 
follows or precedes it, as is often true of a letter in a word. 



38 

Lessons on figures are given in all of the Writing Lessons. These 
lessons should be used sufficiently often to make and keep this kind 
of work in good condition. 

A good order for taking up the figures will be found on page 
sixteen of Writing Lessons No. 4. An important point is the 
spacing, both vertical and horizontal. Much of the ]:)Oor appear- 
ance of arithmetic work is caused by crowded and irregular spacing. 

A common mistake is to allow young children to practice making 
the figures before being shown the correct way. \'ery awkward 
habits are frequently formed. The best way is to show many 
times at the blackboard the proper place to begin and the way to 
proceed in each figure. By having pupils practice upon the black- 
board, mistakes can be easily detected. 

In making i, 3, 4, 7, 9, o, 6 ,and the large part of 5, the pen 
should be brought to a sudden stop. In finishing 2, 8, and 5, the 
pen should glide from the paper. 

BLACKBOARD WRITING 

In addition to the use of the blackboard by teachers and beginners 
described in previous topics, much help can be obtained in any 
grade by having pupils practice on the blackboard. Many teachers 
allow pupils to go to the board whenever they have completed the 
work assigned at their desks. Some arrange to have the poor 
writers put in some extra time before or after school. Some of the 
regular lessons may be devoted to this kind of work to good advan- 
tage. An interesting and helpful contest may be given as follows : 
Have the pupils in about two rows of desks write, then have the 
€ntire room vote on the best and second best work. Repeat this 
throughout the room. Continue this for a number of lessons. 
Those who have won recognition may then have a contest, as well as 
those who have not. One class became so interested in this work 
that they asked if they might do some extra practice upon paper to 
prepare for these contests. It is apparent that the object sought 
for was attained. Capitals and figures furnish good copies for 
blacklioard practice. 

STANDARDS FOR THE DIFFERENT GRADES 

Grade i. — The standard for this grade will vary accoiding to the 
demands for written work in connection with the other studies. If 
written work is demanded in this grade, pupils should learn to write 
as soon as possible. 



39 

Tlic following: list of short words is suital)Ic for a class of l)cgin- 
ncrs. They contain all the small letters. They may be made on 
the blackboard and on paper: on, one, no, in, an, is, or, ran, we, 
can, cow, ace, man, use, all, he, it, hit, red, be, bud, may. joy, 
go, of, for, pan, ink, quit, axe. buzz, new, came, pad, vim, van. 

As soon as pupils begin to use pencils and ruled paper. Writing 
Lessons No. i furnishes a good standard. The first thirteen pages 
contain all the small letters. Figures are introduced, also i)roper 
names introducing tiie capital letters. 'i'he remainder of the pail 
is devoted to a review, in the form of sentences, of all the letters. 

In schools where written work is demanded, if Writing Lessons 
Nq. I can he com[)lctcd there will he adecjuatc pre])aration for this 
work. 

In schools where no written work is re(|uired, the work may be 
carried on more slowly, more time being given to blackboard writ- 
ing. A good standard is to teach all of the small letters, most of 
the capitals and a few sentences. 

Grade II. — If the niinimuiu standard is used in the first grade. 
Writing Lessons No. i will furnish a good standard for this grade. 
In addition to this, the aim should he to have pupils write from a 
printed copy. The conil)inalions of letters joined at the top are 
the most difficult. lest pupils occasionally, using such words as 
the following: swim, fawn, cover, bu 1, build, grave, etc. 

Give some sentences that are too long for one line before giving 
written work requiring such sentences. Anticipate all new kinds 
of written work and give lessons that will bear directly on this 
work. This is an important point. It will help keep the daily 
written exercises up to the re(|uired standard. 

After the first few pages have been written, continue to use the 
the movement exercises at the beginning of each lesson. These 
may be practiced on separate ])aper, written above the regular copy 
or two or three lines below the copy may he used. These exercises 
are traced over so that considerable practice may be given on one 
line. If instructional counting is used, these exercises will promote 
good position and pencil holding. 

Maintain a higii standard for position, ])cncil holding, and the 
lateral movement. 

Grade III. — Writing Lessons No. 2 furnishes an outline for this 
grade. All of the capitals and small letters and the figures are 
given. ( )ther copies may be practiced in connection with the writ- 
ten work, as indicated in the work for second errade. Introduce 



40 



ink as directed under another topic. This, and the additional work- 
demanded, make two (Hfticult tasks for this grade. These daily 
written exercises, prepared only partially under the direct super- 
vision of the teacher, make it difficult to maintain the proper position, 
pencil holding, and movement. (See directions under Supervising 
All Written Work.) 

Grade TV.- — l\ipils should begin by using Writing Lessons No. 2. 
Teachers should be supplied with No. 2 and No. 3. Shorten the 
length of the movement exercises, making them as near like the 
actual letters as possible. If a class is sufficiently advanced. Writ- 
ing Lessons No. 3 should be used the latter half of the year. If 
this is not done, the writing should be brought down toward the 
close of the year as near to the models as possible in Writing Lessons 
No. 3. No teacher should give the same instruction throughout 
the year. Pupils should be brought constant'y nearer to the next 
year's work. 

Some practice on paragraph writing, from both a written and a 
printed, copy should be given, until pupils can make a well balanced 
page effect of this kind of work. 

(Irades V and VI. — Use Writing Lessons No. 3. Teachers may be 
provided with booklet No. 4 and toward the close of the year should 
use the exercises and ideas found in it. Speed should increase from 
grade to grade, but in these grades there should be a little more 
increase than in the preceding grades. The Measuring Scale re- 
ferred to will furnish good standards for both speed and legibility. 
There should be more snap and go to the writing. It should be 
the special aim in these grades to have all pupils use a sufficiently 
good movement so that it can be used habitually in all written exer- 
cises. If position and penholding are poor, these should be at- 
tended to lirst. 

Grades VII and VIII. — Use booklet No. 4. If the work in the 
preceding grades has been particularly well done, considerable can 
be ilone in applying the instruction to letters, business and social 
forms. In most schools, there are a sufficient number of poor 
writers to necessitate vigorous and thorough instruction on the exer- 
cises and copies provided. If all written work is preparel rapidly 
and legibly, a good standard has been attained. It has been found 
in some schools that it is a good plan to excuse those proficient in 
writing from the regular lesson, making the class of the ])oor writers. 
1die true test is found in the way the written work is i)re])ared and 



41 

not in llic [)cnnianship lessons. Good, autoiualic writing is the goal 
in these grades. 

HOW TO USE THE WRITING LESSONS 

The Writing Lessons contain the three kinds of work mentionecl 
in the fore part of this manual. Exercises that promote movemen!. 
exercises that are helpful in controlling this movement so as to 
adapt it to actual writing, and copies furnishing practice in actual 
writing of words, sentences and paragraphs. They were not meant 
to be used by taking up the pages in rotation. Xo teacher is likely 
to do good work in any subject who simply turns to one page to-day 
and the next one to-morrow. The Writing Lessons were made so 
that thought and judgment are necessary in jjlanning the lessons. 
The co[)ies selected will depend upon the condition of the writing 
in the class. The lesson may be begun with some of the first copies 
and com[)leted l)y practice on more advanced copies, as outlined in 
the topic, "The Writing Lesson." 

The small booklets of copies may be placed to one side of the 
practice paper or directly upon it. The size of the copies make 
them convenient to use with the small desks used in the grades. 
They can be carried home easily for extra practice. 

Writing Lessons No. i is made in pad form, as it is more difhcult 
for young children to handle copies and paper se()arately and main- 
tain a good i)Osition. 

In [)lacing the booklets of copies on the practice i)apcr. the i)Upi!s' 
writing should be covered so that the mistakes made will not be 
copied. "Idiis is an important feature of these cojjies. i'.y placing 
the copies close to the writing a rigid conii)arison can be luade. It 
will be easy to determine if the writing is too large, or too .small ; if 
the spacing is too wide or too narrow ; if the margins are like the 
model, etc. 

It is heli)ful to have paper the satue width as the length of the 
l)ooklets of copies. The width of ruling for the paper is given in 
another part of the Manual. 

The vertical lines in a nund)er of the copies indicate a good device 
of turning the ])aper half way around and writing across the lines. 
This is particularly helpful in training the hand to move easily and 
continuously across the page. .\ number of sjjaces may be omitted 
between the letters as indicated in the copies. This work is oidy 
a means to an end and should not be contiiuied longer than neces- 



42 

sary. This is true also of other kinds of instruction. Many 
teachers make an end of a means, continuing practice that should 
be abandoned, or continuing simple exercises when more difficult 
ones should be given. All of the practice should be as closely 
related to actual writing as possible. 

For further directions, read the topic, "Standards for the Differ- 
ent Grades." 

PENMANSHIP POINTERS 

He optimistic. The teacher who says, "We are going to have 
the best writing in the country, aren't we, boys and girls?" is on 
the road to success. The teacher who says, "My impils cannot 
write well. They were poorly prepared and they are dull," is pav- 
ing the way to defeat. 

Don't fuss, taking a long time to get to practicing the lesson. 
Considerable must be done in each lesson if good habits are formed. 

Make a liberal use of the blackboard. Most pupils Icarii more 
readily through their eyes than through their ears. 

Your instruction and questions should be aimed at the poor 
writers. Bring things to pass with these poor writers. It is a 
test of your efficiency. 

Persist in a high standard. Establish a reputation for this and 
your worry and work will be lighter. 

Cooperation among pupils and teachers is too good an ally not to 
promote it to its utmost. Something is radically wrong in a room 
or a school when poor writers surrounded by good ones do not 
improve. 

Do not be content with a passively good room. Have an ag- 
gressively good room that is really seeking after knowledge. Tf 
you can make the desire strong enough comparatively little instruc- 
tion will be necessary. 

Remember that habits are formed through the preparation of the 
daily lessons. 

Learn to do what you expect of pupils. Children do not have 
much confidence in, or respect for, a teacher who virtually says, 
"Do as I say and not as I do." 

Don't fail .to plan your lessons. Practice them if necessary. It 
will give confidence and bring better results. 

Don't have pupils continue to practice writing that is radically 
wrong. If this is done, something is wrong with you'- instruction 
or the spirit of your room. 



43 



CORRECT DIAGNOSIS OF POOR WRITING 

1. Too close spacing between letters. 

2. Too close spacing between words. 

3. The letters are too broad. 

4. The slant is irregular. 

5. Angularity is the worst fault. 

6. I'oor beginnings and endings of letters. 

7. Letters not closed and disconnected. 

8. Too much slant. 

9. Uncontrolled, careless movement. 

10. Too small and crowded. 

11. Too large for grade five. 





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